Building Emotional Resilience
Schools play an important role in building and promoting resilience in children and young people. Resilience is the ability to cope and thrive in the face of adversity, negative events or challenges. Australian children face a range of stressors and negative life events relating to school itself and academic learning, as well as family and peer relationships, body image, bullying and more (Cross et al, 2009).
In this course, teachers will learn simple and effective ways to enhance their relationship and improve emotional connection with students. Through these easy-to-learn steps to building teacher-student relationships, teachers will learn how to exercise relational approaches to co-regulating students’ emotions that will result in students gaining increased knowledge, understanding and acceptance of their emotions and building lifelong skills that will enhance their resilience, self-esteem and social and emotional problem solving.
Students with Diverse Needs
Teaching & Learning
7.3.2 Establish and maintain respectful and collaborative relationships with parents/carers regarding their children's learning and wellbeing.
1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
3.1.2 Set explicit, challenging and achievable learning goals for all students.
Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L. & Thomas, L. (2009). Australian Covert Bullying Prevalence Study (ACBPS). Perth: Child Health Promotion Research Centre, Edith Cowan University.
Denham, S.A., Bassett, H.H., and Zinsser, K. (2012). Early Childhood Teachers as Socializers of Young Children’s Emotional Competence. Early Childhood Education Journal, 40, 137-143.
Gottman, J. (2011). Raising and Emotionally Intelligent Child. Simon and Schuster Paperback: New York, NY.
Roorda, D.L. Koomen, H.M.Y, Spilt, J.L. & Oort, F.J. (2011). The influence of Affective Teacher-Student Relationships on Students’ School Engagement and Achievement: A meta-analytic Approach. Review of Educational Research, 81(4), 493-529.
Sawyer, M.H., Arney, F.M., Baghurst, P.A., Clark, J.J., Graetz, B.W., Kosky, R.J., Zubrick, S.R. (2002). The Mental Health of Young People in Australia: Key Findings from the Child and Adolescent Component of the National Survey of Mental Health and Well-being. Australian and New Zealand Journal of Psychiatry, 35(6), 806-814.
Slade, T., Johnston, A., Teesson, M., Whiteford, H., Burgess, P., & Pirkis, J. (2009). The mental health of Australians 2: Report on the 2007 national survey of mental health and wellbeing. Canberra: Department of Health and Ageing.
van Uden, J.M., Ritzen, H., & Pieters, J.M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behaviour in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
Silkenbeumer, J. Schiller, E-M., Ho lodynski, M., & Kartner, J. (2016). The role of co-regulation for the development of social-emotional competence. Journal of Self-Regulation and regulation, 2, 16-32.